Telegram-herald., 1887-06-25
MEN AND WOMEN
TIE ss<S<1s111x x2asetsss a ths "a =
><h>>l fsszaFass fHsd nkezzaiss
A1dnsas- k4t<rts4a.d ~
s}ss Js21sF<

xfzt.silnx sxsrelsss yssssfas3 morBizs sna
TIE sls2z.s1s soeA as ssl as.sa- rs ssss
aasiisncs wAs eenpos<a of ia sslAi,Sss sad
aimlzE1z ffisnzis u TIE graduates. tssehess
and scaaol eni.,ifsn saa othsrs who are IA
s<Fsslsd "A Ihs sslfaFs Of car pa5lic schools.
AZ lszst tso-thiEds Of the 4ae.snes we're
i@diss. TAs ehaFch szs handsomely dec
Grated vita plans aad Eesefs. the motto
q sae class. Sc te< az 4afa worked IA
feses a1a c4fnstlons on : gFsen bazx
sf11nd osiag s1speadsd over tas Plat.
Dfm-
Superintendent Kendall ss Msssss Of
CsFslno1izs. aud ths oge.Aers Of trs Day
occupied ssats On ths platform ths Board
Of kd1eailon ssfs IA reserved sse.ion ~
tnelnssifss u front. Tia higa scAoel
ts4cnsFs aud others Of ths educational
coFps we're seated IA an adIoiniag section.
aud the graaLalss we're IN ho1t. the sLfls
ARA et IA : glory Of shite AID cream st0fis
aad adorned with towers
The exercises opensd sitn a s0nz. Boz
DoHa Thine kzs, 81 chorus d voices
uaade up % the graduates and iaose who
Vii graduate sonBe time a prayer by Rev.
Joan Grshsm. song Festival Chorus By
The school, ald thea Prof kea1Ali intro
eacsd as lae Speaker u The occasion Prof.
B. A. hinsiale, Superintendent Of Instfue-
ton Of Clsvsiaod. Onio. ani formerly
President Of Hiram eolless. Re delivered
az able and eio4 1ent address. a5JQudlDg ia
strong points. Ia substance as tollowa
Tae years through which we 4rs passing
ars years OF extraordinary educational
activity. According 10 TIE report Of tbs
National Commissioner OF EiDcation in
is,t-5. the estimated value ol public school
property in the United State sas s25i 900.
COO income OF schools during the year.
sil5.ooo,0o0. expenditures $40, 3sa, ,0o0 pa
pills enrolled. 1i.l70oO0, Average attend
ance, 6.o10.0oS number o. teachers. so coo.
The State OF Michigan alone nad SIS, l06.-
0oo worth OF school DropeTi expended si.-
1900. employed i5.35e ilacaefs 20 teach
All A5t pupils enrolled n T.ie4 schools.
These statements BIZ n means exhaust
these items Of educatioual expenditures
that can bs expressed in figures, such as
cost OF school buiIdin-s and salaries OF
teachers. and they barcy touch on the pri-
vate and domestic side OF tie question.
The sacrifices made Ia home 10 educate the
children. the increased lebors, the greater
economy, the closer wAtchfulnszs OF fathers
and rnotherS, and hesaorts of many young
people 10 educate hemselves-sacrihces
and labocs that invest The history Of educs-
tion with 4 perpetual pathos, elude aud
defy statistical ejaculation. AZ such a
time. when 50 much = being do1e 10 eta-
cafe the younz people, II Is aH-lm portant
TIA. the nature AMI ends of education shall
be thoroughly discussed. The prodigal ex-
penditures of money, public and private,
are not sufficient; there must be true ideals
OF education. subjects of study wisely
chosen and the employment Of practical
means. and my discourse today TO you viii
rarfafrf IN rtrarfteaI of1u~affCn
OF ali the educational voices that al the
air there Is none so load and vehement as
the one that calls for practical education.
We hear II In the public journals, on the
platform, IN private conversation, IN fact
almost everywhere. There Is nothing un-
der wkhh more fallacies Turk than this
phrase 10 IS therefore Important 10 in
quirs. What the practical Is: what the adj
vocates OF practical education want; how
far education should be practical. The
practical can best De approached and under
stood oy way Of the theoretical. Theory 5
knowledge 10 the broadsst sense. and the
theorist Is the man who deals with
knowledge. no matter what the knowledge
IS The msiority OF men, perhaps. suppose
theory to consist of INFESTED hyrotheses of
finely drawn iafsrenCes and fragments OF
the imagination. The theorist is confounded
with the visionary. Theoretical is some
times made the opposite of useful, and so
confounded with the useless. But l EN-
phasizs the fact that theoretical means per-
tanning to theory OF knowledge aud that
theory Is useful II knowledge IS useful.
Practical means relating 70 practice and
practice Is the application of some knowl-
edge to some use. The application of mathe-
mates 10 land surveying or bridge building
Is practical. The relation of the two things
TO each other should be clearly defined.
There Is distinction. but no opposition,
between the two. The man OF practice must
always have something of theory to work
on. and his theories expand and strengthen
rs be proceeds. Theory Is. therefore. simply
a knowledxs Of the principles by which
practice acconaplishes It's end Ii is not
true that men distt 1guisoed for their knowi-
edge are always distirguishetfor making its
application, nor that men WHO excel in sc-
ton also excel by reason OF their theoretical
aflainments. but IL is true that the men OF
greatest strength and those who command
our admiration are those who combine the
two kinds Of ability. The relations of
theory and practice IS illustrated oy the
conmon Affairs of lie. Ice person who
knows al tho ingredients and how 10 man
Ipulate them To produce pan os doughnuts
IS Eheorist; while the person VINO can use
this kn0UIsSge BY making the doashnnts
Is practical person and good housewife.
No theory - good or true that does not
conform 70 the facts and no theory can bs
more thoroughly condemned lhan 20 sag K
Will nos stand the test of trial As the
term useful s commonly applied. practl.
cal and useful are not the same. The man
skiiifHi II picking LOCKS, compounding
drinks in a saloon OF sdulteFsting food may
be pfecticsi BAT not usefai man. In the
true sense the dancing master Is ss practical
a person ss any body else.
However, We must not forget shat While
practical education delights in the cultiTa-
ton Of broad and generous knowiedse It
looks particularly TO It's application. We
must not indeed. SUPPOSE that education
can ne expressed IN CON nercial values but
we mav hold an educstional system defec-
tive that does not cover The practical as
vel ss the theoretical side. The practical
man 10 the common acceptation Of The
terei. is be who can get on 10 The world.
the man who makes money. He thinks
| the great reason why boy should 30 to
school j. to scquire information. which. 10
please him. must be Of tAe '-asefai kind "
He delights IN what the Germans call
bread and butter science, snd cznnof fol-
| low Matthew Arnold GiScoursiag ca sweet
rpz<onzbisness TIE idea of the tprac-
sicsl nan in education begins scd ends In
| the daiiv routine CT life A business etfu-
cation and one troubis with il IS The nar-
row field il cultivases. and greater fault a
the wrong connecfion it gives 0f the end
and spiris OF education. Il does not look
directly 70 make Roy a man or a zirI =
ueuisn. 5dt 70 making each q useful IN
sfrument. There is another kiad of prsc-
tical me1 who do not comprehend the
scope Of education. who believe we ara
stronger on theories than in practice, Who
tbsnk TOO much prominence il Q{ven u al